Using LanguageⅡ教学设计第二课时

Teaching design for Unit 5 using language 1.

Teaching

objectives 1) Knowledge objectives：

1. to help students better understand the reading passage 2. to help students learn to use the following language points: 1) words and phrases: turn for home with…, the custom of family groups, gather at different sites for reunions, follow…

across…,

if only…

，applaud one’s choice

look ahead, accelerate one’s walk up the path to…

, in wait for…

, reach one’s destination , a delicious smell, arrest one’s progress, become dizzy with hunger, smile with relief,

with strongly pronounced eyebrows and cheekbones, hit…hard on the edge

2) Key sentences 1. If only she had looked ahead and planned better! 2. Having heard wolves howling in the forest, Lala accelerated her walk up the path to the caves fearing that there might be wild beasts lying in wait for her. 3. She had almost reached her destination when a delicious smell arrested her progress and she stopped. 2) Ability aims: After learning, students will be able to describe the life of primitive people and model writing their own feast for family reunion. 3)

Emotional aims: After learning, students will: 1)

have a better understanding of the ancient life. 2)

understand the importance of earlier civilization. 3)

understand the importance of archaeological activities and the qualities of a good archaeologist. 2.

Teaching important points 1)

Help students to learn to use language in and for communication. 2)

Guide students to express their own experience

3.

Teaching methods

Task-oriented and task-based teaching and learning 4.

Teaching aids

A multimedia interactive machine

5.

Teaching Procedures Step Ⅰ Warming up and Lead-in 1.

Ask the students what is their family feast like and guide them to imagine the family feast of ancient people in 18000 BC. 2.

Ask students to look at the pictures on page 43 and guess what they are doing. Step II Reading

1.

Skimming

1)

Ask students to read the passage for 2 minutes and conclude the main idea of the passage. 2)

Ask students to match the main idea with each paragraph. Para 1.

Lala and her families made preparations for the feast.

Para 2.

Lala was worried about the preparations for the feast and she hoped the feast could be as good as the one last year. Para 3.

How did Dahu make tools. Para 4.

The description of Dahu. 2.

Scanning

1)

Ask students to decide whether the statements are true or false. 1

Lala’s family groups usually lived together. F 2

Dahu was good at making tools. T 3

The family groups lived on hunting . T 4

Dahu went out to sharpen the scrapers to kill an enemy. F 2)

Read the passage and find out what the possible work division was between man and woman in primitive societies

Men’s tasks: making tools, fishing, making fire, protecting the family from wild animals, cutting up meat. Women’s tasks: collecting nuts and fruit, making and sewing clothes, looking after baby, preparing food, doing housework. Step Ⅲ Discussion 1.

In groups discuss which adjectives best describe each of the tasks. Men’s tasks:

patient ( tool making ), dangerous (hunting ),some individual( tool making and repairing ) and some co-operative (hunting ) , skilful ( tool making ),

protective( of group) Women’s tasks: affectionate ( to group ), co-operative ( cooking), caring ( providing food ) , patient ( collecting food), skilful (cooking), individual ( collecting nuts and fruits).

2.

In groups discuss the meaning of the following collocations: 1) words and phrases: turn for home with…, the custom of family groups, gather at different sites for reunions, follow…

across…,

if only…

，applaud one’s choice

look ahead, accelerate one’s walk up the path to…

, in wait for…

, reach one’s destination , a delicious smell, arrest one’s progress, become dizzy with hunger, smile with relief,

with strongly pronounced eyebrows and cheekbones, hit…hard on the edge

2) Key sentences 1. If only she had looked ahead and planned better! 2. Having heard wolves howling in the forest, Lala accelerated her walk up the path to the caves fearing that there might be wild beasts lying in wait for her. 3. She had almost reached her destination when a delicious smell arrested her progress and she stopped. 3.

In groups discuss and share expressions you like.

Step Ⅳ Use the language

Give students 10 minutes and ask them to work in a group of four Ask them to use the language in the passage to describe their family feast for reunion,

such as Chinese new year.

After that, ask each group to present their own expressions. Step Ⅴ Homework Imitate the reading passage and finish the writing: The Feast: My 2018 Spring Festival